This paper locates the current technology related school reform movement in the backdrop of growing international debate and illustrates through discourse analysis why teachers and teacher educators need to engage in deeper levels of critical dialogue over the move to plug schools into the so-called knowledge economy. The objective is to raise awareness of the tensions, hidden curriculum and non-educational intentions enmeshed within recent efforts to transform schooling through the so-called new ways of (e)learning. Overall, the (e)learning movement is shown to be highly problematic and under the influence of neo-liberalism the emphasis on enterprise pedagogy may be steering the teaching profession further away from the real goals of education. (Contains 1 figure.)